Kids in Motion

An age-by-age look at children's gross-motor development - and how you can help them learn, grow, and master movement.

Gross-Motor Skills: 0 to 2

• By 5 months, infants can roll over, lift their head and chest, and sit with adult support. • At about 8 months, they're crawling and walking while holding on to something; between 10 and 16 months, they can walk on their own. • Between 7 and 12 months, babies can grasp and hold objects. • By 20 months, toddlers are walking up and down steps, throwing objects, and standing on one foot. • By the age of 2, they can kick and catch large balls, climb steps, go down low slides, and run without falling. • Twos are able to jump, climb, roll, and even do somersaults!

• Encourage children to try new tasks and take risks. • Praise children's attempts to do new things. • Engage infants in using stimulating materials in active ways. • Model ways to use new materials. • Watch children as they use climbers, tunnels, and swings.

Gross-Motor Skills: 3 to 4

• By the age of 3, children can walk in a straight line, walk backward, and control their movements as they run. • Threes can learn to pedal a tricycle. • Preschoolers can throw balls overhand, jump in place, and balance themselves on one foot. • Threes and fours can climb stairs and jungle gyms.

• Change the available materials on a regular basis. • Set up games and activities that have an educational purpose (exploring cooperation, shadows, sizes, and so on). • Become involved in children's play without directing it. • Observe children to ensure their safety. • Help children find solutions to problems as they arise.

Gross-Motor Skills: 5 to 6

• By age 5, children can run, jump, climb, and balance with assurance. • Fives and sixes have the motor and thinking skills to engage in games with simple rules. • Kindergartners are testing the limits of their physical abilities.

• Encourage children to create and organize collaborative, noncompetitive games. • Guide children in establishing and following their own rules. • Reassure children as they test themselves and try new tasks.

This article originally appeared in the April, 1998 issue of Early Childhood Today.